* The applicable GSEs below are highlighted in green to specify which concept will be investigated during the unit plan.
LS3 (9-11) -7
Students demonstrate an understanding of Natural Selection/ evolution by…
7a investigating how information is passed from parents to offspring by encoded molecules (e.g. evidence from electrophoresis, DNA fingerprinting).
7b investigating how the sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations in the offspring of any two parents. (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
7c citing evidence of how natural selection and its evolutionary consequences provide a scientific explanation for the diversity and unity of past and present life forms on Earth.(e.g. Galapagos Islands, Hawaiian Islands, Australia, geographic isolation, adaptive radiation).
LS3 (Ext) -7 Students demonstrate an understanding of Natural Selection/ evolution by…
7aa distinguishing the stages of mitosis and meiosis and how each contributes to the
production of offspring with varying traits
7bb researching and reporting on the contributions of key scientist in understanding evolution and natural selection (e .g. Darwin, Wallace, Mendel).
7cc trace the evolution and migration of Homosapiens.
LS3 (9-11) -8 Students demonstrate an understanding of Natural Selection/ evolution by…
8a illustrating that when an environment changes, the survival advantage /disadvantage of some characteristics may change.
8b distinguish between microevolution (on small scale within a single population –e.g., change in gene frequency within a population) and macroevolution (on a scale that transcends boundaries of a single species – e.g., diversity of all beetle species within the order of insects) and explain how macroevolution accounts for speciation and extinction.
8c recognizing patterns in molecular and fossil evidence, to provide a scientific explanation for Natural Selection and its evolutionary consequences (e.g. survival, adaptation). Students demonstrate an understanding of classification of organisms by …
8d using data or models (charts, diagrams, table, narratives etc.) to analyze how organisms are organized into a hierarchy of groups and subgroups based on evolutionary relationships. (e.g. creating a taxonomic key to organize
Learning Performances & Standards
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**LS3 (9-11) -7**
**LS3 (Ext) -7**
**LS3 (9-11) -8**
Applicable GSEs
* The applicable GSEs below are highlighted in green to specify which concept will be investigated during the unit plan.LS3 (9-11) -7
Students demonstrate an understanding of
Natural Selection/ evolution by…
7a investigating how information is passed from parents to offspring by encoded molecules (e.g. evidence from electrophoresis, DNA fingerprinting).
7b investigating how the sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations in the offspring of any two parents. (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
7c citing evidence of how natural selection and its evolutionary consequences provide a scientific explanation for the diversity and unity of past and present life forms on Earth.(e.g. Galapagos Islands, Hawaiian Islands, Australia, geographic isolation, adaptive radiation).
LS3 (Ext) -7
Students demonstrate an understanding of
Natural Selection/ evolution by…
7aa distinguishing the stages of mitosis and meiosis and how each contributes to the
production of offspring with varying traits
7bb researching and reporting on the contributions of key scientist in understanding evolution and natural selection (e .g. Darwin, Wallace, Mendel).
7cc trace the evolution and migration of Homo sapiens.
LS3 (9-11) -8
Students demonstrate an understanding of Natural Selection/ evolution by…
8a illustrating that when an environment changes, the survival advantage /disadvantage of some characteristics may change.
8b distinguish between microevolution (on small scale within a single population –e.g., change in gene frequency within a population) and macroevolution (on a scale that transcends boundaries of a single species – e.g., diversity of all beetle species within the order of insects) and explain how macroevolution accounts for speciation and extinction.
8c recognizing patterns in molecular and fossil evidence, to provide a scientific explanation for Natural Selection and its evolutionary consequences (e.g. survival, adaptation).
Students demonstrate an understanding of classification of organisms by …
8d using data or models (charts, diagrams, table, narratives etc.) to analyze how organisms are organized into a hierarchy of groups and subgroups based on evolutionary relationships. (e.g. creating a taxonomic key to organize
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